‘‘A school in which relationships are good, where pupils actively participate in school life and where wider school policies reflect the school’s commitment to pupils’ wellbeing and personal development ought to be one where PSHE thrives’’

Purpose of study

Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.

DfE Statutory guidance – National curriculum in England: PSHE guidance. Updated 11th February 2020

At Holland Park Primary School

Although PSHE is a non-statutory subject, at Holland Park Primary School we feel it is important that children are exposed to PSHE in both discrete and cross-curricular learning through a range of activities and learning opportunities.

The Holland Park vision for Relationship and Sex Education (RSE) is to help and support young people through their physical, emotional and moral development. A successful programme, firmly embedded in PSHE, will help young people learn to respect themselves and others and move with confidence from childhood through adolescence into adulthood (DFE Sex and Relationships Guidance 2000).

Holland Park Curriculum Principles for PSHE

What PSHE looks like at HP

At Holland Park Primary school we follow the Jigsaw PSHE scheme.

Jigsaw PSHE perfectly connects the pieces of Personal, Social, Health and Well-Being Education. The programme teaches children and young people emotional literacy, social- and lifelong skills, RSE/PSHE and resilience in an age-appropriate manner.

Designed as a whole-school approach, Jigsaw establishes consistency that gives all teachers confidence to deliver high-quality lessons. Not only does Jigsaw meet all statutory PSHE requirements, but it also elevates educational outcomes together with mental health and safeguarding.
Jigsaw nurtures children to be confident and successful, increasing their capacity to learn and preparing them for the challenges of the modern world. Developed by teachers and well-being experts, Jigsaw provides children with opportunities to develop their emotional intelligence and life skills.
Jigsaw gives children and young people the tools to have the best possible life. The programme equips them for happier and healthier lives, giving them agency to make their way through the world.

The aims of relationship and sex education (RSE) at our school are:

  • To provide pupils with a framework in which sensitive discussions can take place
  • To allow pupils to have the confidence and self-esteem to value themselves and others
  • To help pupils understand the range of relationships, including the importance of family for the care and support of children
  • To develop  confidence in talking, listening and thinking about feelings and relationships
  • To be able to name parts of the body and describe how their bodies work
  • To be prepared for puberty, and give pupils an understanding of sexual development and the importance of health and hygiene
  • To understand the consequences of their actions and behave responsibly within relationships
  • To be able to recognise unsafe situations and be able to protect themselves and ask for help and support
  • To help pupils develop feelings of self-respect, confidence and empathy
  • To understand the role the media plays in forming attitudes
  • To understand how safe routines can reduce the spread of viruses
  • To teach pupils the correct vocabulary to describe themselves and their bodies

The aims compliment those of the Science curriculum in KS1 and KS2.

When the children arrive at Holland Park Primary they should have already learnt about how to keep their bodies clean and healthy. They will have also begun to talk about feelings within relationships and friendships and the importance of family. These issues will be built upon through EYFS, Key Stage 1 and lower Key Stage 2. In year 5 relationship education continues and children also study how their bodies are developing and puberty and in ear 6, how babies are made. Children in Y5 and Y6 also learn more about relationships, and we encourage children to discuss issues under supervision and guidance. We teach about the parts of the body and how these work, and we explain to them what will happen to their bodies during puberty. We encourage the children to ask for further help in understanding if they need it. In Science lessons, children are taught about the life cycle of a human. For this aspect of teaching, we refer to the guidance in the National scheme of work which includes life processes.

What is the key content covered?

  • The physical development of their bodies as they grow into adults;
  • The way humans reproduce;
  • Respect for their own bodies;
  • The importance of family life and that there are different types of families;
  • Moral questions;
  • Relationship issues;
  • Respect for the views of other people;
  • What to do if they ever feel worried or threatened by anything.

Across all Key Stages, pupils will be supported with developing the following skills:

  • Communication, including how to manage changing relationships and emotions
  • Recognising and assessing potential risks
  • Assertiveness
  • Seeking help and support when required
  • Informed decision-making
  • Self-respect and empathy for others
  • Recognising and maximising a healthy lifestyle
  • Managing conflict
  • Discussion and group work

How are we going to achieve everything that is set out in the curriculum intent statement?

  • Expectations that PSHE is taught weekly following the progression map set out
  • RSE is taught in the appropriate year group
  • Learning is supported by recognised support materials in line with the PSHE Association
  • Teachers will have access to quality materials and resources to support each area of learning
  • While we carry out the main sex education teaching in our PSHE (Personal, Social and Health Education) curriculum, we also teach the scientific process of reproduction and life cycles in our science lessons. Relationship issues may also form part of RE lessons.

What are the non-negotiables/expectations for staff and pupils?

  • Staff will advise parents of the precise timing and content of any RSE lessons
  • All staff will deliver PSHE and RSE in a sensitive way
  • All staff will model positive attitudes to PSHE and RSE
  • Teachers will monitor progress
  • Teachers will respond to the needs of individual pupils
  • Teachers will respond appropriately to pupils whose parents wish them to be withdrawn from the non-statutory or non-science components of RSE
  • Staff do not have the right to opt-out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the Headteacher.
  • Staff and pupils will learn with and demonstrate respect and open-mindedness so barriers and misconceptions can be broken down.

Where is the cultural capital and power of knowledge in PSHE?

  • Where possible children will be provided with real life experiences linked to their learning
  • Children will be presented with quality first teaching at all times
  • Have access to a range of quality assured materials to support their learning
  • Learning will be supported by external contributors.